In this book comprised of six chapters, multiple aspects of competency based education (CBE) are discussed contextually by various authors in terms of the current educational climate wherein the primary emphasis is upon learning outcomes rather than the process of learning itself. To illuminate the notion of competence, Chapter 1 presents: definitions of competence from the vantages of several disciplines; four basic principles underlying the development of competence; factors influencing competency; issues pertinent to program development and; a model of competence. Literature is reviewed in Chapter 2 in order to define CBE. The authors propose that CBE is essentially an instructional paradigm assuming different programmatic forms in different contexts. Appropriate instructional strategies are examined in Chapter 3. Guidelines herein suggested for planners also have implications for teachers. Thirteen CBE programs currently being implemented throughout the nation are presented in the following chapter. Concentrating on the evaluation issue of how competencies can be assessed, Chapter 5 discusses conditions affecting role based assessment. The final chapter notes that minimum competency testing constitutes a major component of secondary education and that few schools have realized the potential for development. Future implications are suggested. (Author/AEF)